From Oppositional Culture to Cultural Integrity: African American Students' Perceptions of the Activity Structure and Physical Ecology of Classrooms

Autor/inn/en	Sankofa, Biko Martin; Hurley, Eric A.; Allen, Brenda A.; Boykin, A. Wade
Titel	From Oppositional Culture to Cultural Integrity: African American Students' Perceptions of the Activity Structure and Physical Ecology of Classrooms
Quelle	In: Urban Education, 58 (2023) 2, S.250-280 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hurley, Eric A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085919850257
Schlagwörter	African American Students; Student Attitudes; Classroom Environment; Success; Student Behavior; Racial Differences; Racism; Cultural Influences; Values; High Achievement; Grade Point Average; Class Activities; Grade 4; Grade 6; Urban Schools; Suburban Schools; Gender Differences; Competition; Individualism; Cooperation + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Klassenklima; Unterrichtsklima; Erfolg; Student behaviour; Rassenunterschied; Rassismus; Cultural influence; Kultureinfluss; Wertbegriff; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Geschlechterkonflikt; Wettkampf; Individualismus; Co-operation; Kooperation
Abstract	This work extends examination of African American students' attitudes toward learning and achievement to contrast the oppositional culture (Ogbu and Fordham) and cultural integrity perspectives. We assessed 200 students' responses to classrooms designed to support competitive, individualistic, communal or high-verve thinking, and behavior. Students preferred activity structures and physical ecologies supporting the expression of communalism and high verve. Relationships with grade point average (GPA) were also examined. Interviews corroborated the questionnaires. Students' positive attitudes toward academic success are moderated by the value orientation of what must be done to succeed. Implications for reinterpreting students' resistant/disengaged behavior are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01